Pedagogical Aspects of the Organization, Evaluation, and Effectiveness of Outdoor Education

Abstract

Field classes as a form of learning and teaching in the original reality represents an important educational potential of the contemporary school. The relevance and importance of this form of teaching process implies a thorough approach and requires constant questioning and analysis. In this research, the goal was to examine various aspects of organization, evaluation and effectiveness of field teaching in primary schools in Tuzla Canton. The research sample consisted of 140 teachers, and a survey questionnaire for teachers and an evaluation sheet were used to collect data. The obtained results point to the fact that in the elementary schools of the Tuzla Canton, in varying proportions, all types of field classes (one-hour,
half-day, full-day and multi-day) are represented, and that the evaluation of the implementation of field teaching is carried out at sessions of professional councils. In addition, it was determined that parents are involved in the organization of field lessons predominantly through activities at parent meetings, while they participate in the evaluation through information through the school’s website. These results shed light on existing practices when field classes is conducted in primary schools in the Tuzla Canton, and
open up other issues that require special attention in further research.